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ST. FRANCIS XAVIER SECONDARY SCHOOL

50 Bristol Road West - Mississauga, Ontario L5R 3K3

Telephone: (905) 507-6666

Principal - D. Compagnon

Vice Principals – J. Chambers, C. Mallozzi, J. Meier-Kingshott, C. Vincent

Chaplaincy Team Leader - E.A. Pickett

Excellence, Faith, Love, Peace

School Colours: Blue, White, Maize

Stfx_insta STFX_Tweets www.dpcdsb.org/STFXS

“Promoting Excellence in Catholic Education"

PLEASE NOTE: The front cover is sensitive to extreme heat Do not leave in direct sunlight' Printed on recyclable paper

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3

ST. FRANCIS XAVIER S.S. MISSION STATEMENT 4

ATTENDANCE POLICIES AND PROCEDURES

Procedures, Tardiness, Sign out Procedures, Parent Extended Absences

5-7

SCHOOL UNIFORM

Dress Code Policy, Standard Uniform, Physical Education Uniform, Uniform Supplier,

Head Covering, Uniform Violations, Civvies Day

8-10

STUDENT SERVICES 11

SUPPORT SERVICES

Student Success Teacher, Social Worker, Psychologist,

Academic Resource, Child and Youth Worker, Multicultural Settlement (MSEP)

12-13

LEARNING COMMONS/LIBRARY 14-15

PASTORAL PLAN

Vision Statement, Creating an inclusive Catholic School Community, Retreat

Formation Program, Chaplaincy Team Formation Program, Community

building/Social Justice/Outreach/Charity

16-18

STUDENT ADVISORY COUNCIL

Student Advisory Council's Vision, Council Executive 2019-2020

19-20

STUDENT SAFETY

Video Surveillance, Emergency Procedures Lockdown, Fire Drill and Hold &

Secure Procedures, School Resource Officers, Crime Stoppers

21-22

STUDENT TRANSPORTATION OF PEEL REGION (STOPR) 23

CATHOLIC GRADUATE EXPECTATIONS 24

AWARDS

Graduation Awards, Valedictorian Eligibility, Academic Awards, Athletic Awards

25-30

GENERAL INFORMATION

Inclement Weather, Lockers, Lost and Found, Student parking, Conduct in School

Community

31-32

STUDENTS OVER THE AGE OF 18 33

CAEFETORIUM AND LUNCHES 34

DAILY SCHEDULE 35

ROPSSA SPORTS CALENDAR

School Letter

36

CLUBS AND CO-CURRICULAR

Expectations

37

SCHOOL FLOOR PLANS AND PORTABLES 39 – 42

FOLLOWING THE ST.FX AGENDA PAGES:

Dufferin-Peel CDSB 2019-2020 Year Calendar

Catholic Code of Conduct

Ethical and Responsible Use of Technology

Progressive Discipline

Assessment and Evaluation Policy ST. FRANIS XAVIER S. S. SCHOOL EVENTS CALENDAR

TABLE OF CONTENTS

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St. Francis Xavier was a Jesuit missionary. He is referred to as the Apostle as the

Apostle of the Indies, and the patron saint of navigation and the missionaries. He

was born Francisco de Xavier near Sanguesa, Spain and was ordained a priest in

1537. As one of the greatest missionaries and explorers in the Far East, his converts

numbered hundreds of thousands. His feast day is celebrated on December 3.

MISSION STATEMENT:

The Community of St. Francis Xavier will strive to live the Gospel values of Faith,

Love, Peace and Services as taught by Jesus and His Church. In doing so, an

environment will be created where cultural difference are celebrated and individual

gifts are valued. Together excellence in Catholic Education will be promoted.

The Staff will engage in an ongoing faith journey, ever deepening our relationship

with Christ. The staff will strive to share and integrate their Faith into all subject

areas and will consistently be aware of our vocation to ensure the Catholic character

of the school. The “Staff” will nurture each student’s spiritual, intellectual, physical

and emotional growth, empowering and challenging them to become socially

responsible Christian adults.

The Students will strive to develop their individual God-given gifts within the

context of our school and parish faith communities always aiming for excellence.

They will be encouraged to discern societal valves in the light of the Gospel and

claim ownership of their Christian Heritage. “Students” will strive to be ambassadors

of Christ and look for encouragement and love from those whom God has entrusted

their lives.

The School Community will be motivated by a Spirit of Charity and love towards

each other. We will respect and regard all members of our School Community as

sisters and brothers of Christ, pledging ourselves to a ministry of “Service” for each

other and our Community. Christ loves each one of us! We have unity in diversity

being the living body of Christ.

“For as I one body we have many members, and not all the members have the same function, se we, who

are many, are one body in Christ, and individually we are members one of another. We have gifts that

differ according to the grace given to us.” (St. Paul’s Letter to the Romans 12:4-6)

ST. FRANCIS XAVIER SECONDARY SCHOOL

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Regular attendance is important component of the process of learning and the

evaluation of student achievement. Education is a process. When the process

and content of learning is disrupted by irregular attendance, both the

individual student and her/his classmates suffer with loss of experience that

cannot be entirely regained. Students who habitually miss class and are late to

class will suffer in the evaluation process because their participation and

achievement cannot be fully assessed.

PROCEDURES:

In the event of a FULL DAY absence, the PARENT/GUARDIAN is required to:

Notify the Attendance Office, by phone, before 12:00 noon on the day of the

absence.

PLEASE:

o Clearly identify and spell the student's first and last name.

o Indicate the date of the absence.

o State the reason for the absence and the relationship to the student.

Note: If the required attendance information is not clearly stated on the

voice mail, families can expect a follow up call from the attendance

office.

Students who are away for an extended period of time are asked to provide a

medical note.

SCHOOL ATTENDANCE POLICIES AND PROCEDURES

SCHOOL ATTENDANCE LINE

(905) 507-6666 Press 1

24 hours/day – 7 days/week

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If a Parent/Guardian did not inform the school prior to their child’s absence, the

STUDENT MUST REPORT IMEDIATELY to the attendance office with a

SIGNED NOTE from the parent/guardian, explaining the reason for the absence,

following their return to school. The student will receive an admit slip from the

Attendance office to present to their classroom teachers.

Unconfirmed absence(s) without a legitimate reason will be recorded as

UNVERIFIED ABSENCE. Students who are habitually absent, truant and/or late

will be addressed as per the Progressive Discipline Policy.

TARDINESS:

Students are expected to arrive to school and each class on time, be in full uniform,

and be prepared for the day's lesson.

If a student arrives LATE TO PERIOD 1, but BEFORE 9:00am, the

student is to report directly to class and the CLASSROOM TEACHER

will record the student late.

AFTER 9:00am, the STUDENTS MUST REPORT to the Attendance

Office and sign in for the day. The student must provide a VALID

REASON for their tardiness. Parents/ guardians may be contacted to

confirm the reason for the late start if a note is NOT provided when signing

in.

The student will receive an ADMIT SLIP from the Attendance Office

which is then to be shown to the student's respective teachers.

Parents/Guardians will be informed of their child’s unexplained absences and lates

through the school’s AUTODAILER system. In addition, TEACHERS will use

their professional judgment and contact parents/guardians when managing habitual

violators of the attendance policy.

SCHOOL ATTENDANCE POLICIES AND PROCEDURES

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SIGN OUT PROCEDURES:

If a student has an appointment and is required to leave at some point during the

school day, the STUDENT MUST obtain an admit slip from the attendance

office. Students are encouraged to report to the attendance office between 7:30

- 8:00am with a signed note from their parent/guardian to excuse them from

class.

If a student leaves school without signing out, the absence will be considered

UNVERIFIED.

If a student feels ill during the day, the STUDENT MUST sign out at the

Attendance Office.

REMINDER: Continued issues with the attendance, be it absences, lates, or

failing to sign out, will be considered a habitual neglect of duty on the part of

the student and will be addressed by Administration as per the Progressive

Discipline Policy.

PARENT EXCUSED EXTENDED ABSENCE:

The Education Act requires student under the age of 18 to attend school daily. It is

highly encourage that parents plan vacations outside of assigned school days.

Please refer to the Board School Year Calendar, located online, when planning

holidays.

In the event a student will be absent for an extended period of time, a note from the

parent/guardian is required by the attendance office at least one week prior to the

absence. Students will receive an Extended Absence Form, which is to be

completed by the student's teachers and signed off by the student, parent/ guardian,

student’s guidance counsellor and respective vice-principal.

SCHOOL ATTENDANCE POLICIES AND PROCEDURES

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STUDENT DRESS CODE POLICY:

St. Francis Xavier Secondary School is committed to conveying Catholic Christian

ideals to its students. It is striving to achieve the personal and social values that are

attached to appropriate dress. As a Catholic school community, we are committed

to standards of neatness, cleanliness, modesty, and good taste. Students must dress

in a manner appropriate to the school environment (including “Civvies” days).

The school uniform identifies each student as a member of our school community.

Registration at St. Francis Xavier S. S. implies that the student and the parents /

guardians understand and accept the commitment to the uniform expectations of

the school. It is policy that the uniform is to be worn at all times while on school

property. This means that ALL STUDENTS are in FULL uniform from the time

they enter the building to when they leave the building. This time runs from

8:12am to 2:20pm and beyond, if staying for a school-related activity. There is no

changing of clothes in between classes and for lunches or spares. All Xavier

students in the building must be in full Xavier uniform at all times.

STANDARD UNIFORM:

McCarthy navy blue dress pants with St. Francis Xavier Logo

McCarthy navy blue walking shorts with St. Francis Xavier Logo

McCarthy white golf shirt with St. Francis Xavier Logo

McCarthy Rugby sweater with St. Francis Xavier Logo

McCarthy Zip-up sweater with St. Francis Xavier Logo with St. FX white

golf shirt

Footwear: Mostly Black closed toe and closed heel dress shoes or soft black

and white walking shoes. Socks must be worn

Only plain white short or long undershirts may be worn under

shirts/sweaters.

All of the above must be worn in a neat manner and pants are to be worn at

the waist.

SCHOOL UNIFORM

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PHYSICAL EDUCATION UNIFORM:

St. Francis Xavier T-shirt and gym shorts Non-marking running shoes Athletic/sport socks Exceptions to this are considered on a case by case bases

Track pants, sweat tops and wind breakers can be worn on days when the gym classes are held outside. All students are to come prepared to participate in all classes, whether they are held inside or outside.

SCHOOL UNIFORM SUPPLIER:

School uniform items must be purchased from the Board approved supplier, R.J.

McCarthy's.

Brampton Location: 44 West Drive

Telephone: 1-800-668-8261

Call Centre. 416-593-6900 Fax, 416-593-6229

Internet: www.rjmccarthy.com e-mail: info@rjmccarthy.com

HEAD COVERING:

Student who require head covering that is not related to a religious accommodation

are asked to contact a member of the administrative team.

SCHOOL UNIFORM

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UNIFORM VIOLATIONS:

Students who are out of uniform SHOULD NOT be admitted to class for any

reason. Students are to report to the main office. The student may be permitted to

borrow items from the school or maybe sent home to change, or may be assigned

to an alternative learning environment within the school. Exceptions to the

Uniform Policy will be considered for documented medical reasons. Please see the

appropriate Vice Principal for approval.

The following are some examples of uniform violations:

Head wear (hoods from jackets, hats, etc.); chains; and other bold fashion

accessories including sunglasses.

Extra sweaters, hoodies/jackets, coats;

Spirit wear hoodies/tops

Boots, sandals;

Tank tops, tube tops;

Coloured T-shirts or those with slogans;

knits of all styles: pants, blouses, and shirts

No modifications to the style of the supplier's items is permitted. This

means that there is no cutting up or pinning up of any piece of clothing.

CIVVIES DAY – Dress Down days Attire:

On Civvies days students may choose to wear casual clothes. Students must consider

cultural appropriate images and/or slogans on T-shirts and/or ripped jeans. The

administration reserves the right to deem the appropriateness of clothing. Hats, head

coverings, cut offs, short-shorts, tank-tops, halter-tops and beach apparel are

unacceptable. Shoes and socks must be worn at all times. No sandals or clogs.

Parents and/or guardians will be contacted if students wear attire that is deemed

inappropriate as per these guidelines. Students may be asked to change into the

school uniform if more appropriate casual attire is not readily available.

SCHOOL UNIFORM

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Student Services is available to students to assist students with educational and

career planning and social and personal development. Counsellors in the Student

Services are assigned students alphabetically.

There is a variety of resources and services, both in print and electronically, that

students may learn about and access in the Student Services Department. This

includes, college and university calendars, apprentice programs, scholarships,

traveling abroad for education and/or volunteering experiences, community

involvement, educational and career planning websites, tutoring, timetable changes

and registering for summer school or night school. As well, students are welcome

and encouraged to use myblueprint for their post-secondary destination and career

research. This website requires a log in and is used for course selection, year-end

surveys, interest inventories, viewing credit accumulation and marks. Guidance

Counsellors are always available to assist student with navigating their way

throughout high school, gathering and collecting information, while ultimately

planning their post-secondary destination. The counsellors facilitate applications to

college and universities and information is always available on the Guidance bulletin

boards. Students are highly encouraged to seek out their counsellor concerning any

academic difficulties they may be experiencing. In addition, individual and group

counselling is available upon request to anyone needing this service.

TRANSCRIPT/RECORDS

Counsellors help in maintaining student records, providing copies of transcripts, and

communicating with various educational institutions. Once a student has graduated,

they may request Transcripts through the Student Service Department for a fee.

CHANGE OF PERSONAL INFORMATION

It is the responsibility of the student to update personal information, phone numbers

and addresses with Student Services.

STUDENT SERVICES/GUIDANCE DEPARTMENT

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SUPPORT STAFF

St. Francis Xavier Secondary School offers access to other support personnel:

Student Success Teacher, Social Worker, Psychologist, Child and Youth Worker and

Settlement Worker.

STUDENT SUCCESS TEACHER (SST)

The Student Success Teacher is another key figure in the Student Services

Department. The SST interacts with students who may require support in stabilizing

and realigning their educational pursuits. Whether credit rescue or credit recovery is

the solution, the SST makes every effort to re-engage students with their academic

performance and credit accumulation.

SOCIAL WORKER

School social workers help students, families, teachers and school administrators to

overcome barriers and problems that affect students' school performance and

achievement. Social workers focus on the social, behavioural and emotional factors

which impede a student's school performance and move quickly with the school,

home and student towards a timely resolution of the difficulties impeding success.

PSYCHOLOGIST

School psychologists work to find the best solution for each student and situation

and use different strategies to address student needs and to improve school and

district-wide support systems. They work together with teachers, parents, children

and adolescents, to understand, prevent, and solve problems, and to promote mental

health and effective environments for learning.

ACADEMIC RESOURCE DEPARTMENT (ARD)

Academic Resource Department offers support services for all students who are

working on an Individual Educational Plan. Students are supported by ARD for a

myriad of reasons. Throughout the day, students have access to the resource room

as an alternative work setting; to clarify questions or lessons; strategies for learning;

to use computer or to access assistive technology.

SUPPORT STAFF FOR STUDENTS

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CHILD AND YOUTH WORKERS (CYW)

Child and Youth Workers are members of the support services team in secondary

schools. With an educational background focused on children's mental health and

behaviour, CYWs engage with students, parents, and all members of the school staff

to provide social/ emotional/behavioural support to students. Usually based in the

Guidance Department of the secondary school, Child and Youth Workers provide a

variety of types of support, including counseling, to students who may be struggling

with challenges in their lives both within and outside of school. Students often

connect directly with the CYW or may be referred by Guidance staff, administration,

teachers, parents, or other support services staff. As members of the support services

team, CYWs endeavour to assure that students are linked to the support they need

both within school and in the community.

MULTICULTURAL SETTLEMENT AND EDUCATIONAL PARTNERS

(MSEP) (Support for Newcomer Families and Students)

The first few years in Canada are particularly difficult for newcomer students and

their families. To help address the various challenges associated to being new to

Canada, settlement services are available through your school Settlement Worker.

Your school Settlement Worker can provide the following services:

Connects newly arrived families to services and resources in the school and the

community in order to promote settlement and foster student achievement.

Orient and explain essential school information and refer the newcomer student

or family to the appropriate school staff as necessary.

Can be an excellent source for school staff to get information on cultural issues,

challenges and practices.

Can help organize workshops for newcomer families and students on school

and community resources.

A source for multilingual videos, elementary and secondary school guides,

posters and other tools that could be beneficial to teachers and newcomer

families and students, providing services in many languages.

SUPPORT STAFF FOR STUDENTS

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ABOUT THE LEARNING COMMONS / LIBRARY

The Learning Commons is the virtual space within a school community which is

most commonly associated with the school's physical library space. The purpose of

a Learning Commons is to:

foster responsible independent and collaborative education;

provide an assortment of strategies, spaces, and tools for academic growth; and

facilitate student and staff inquiry, research, and creation.

LIBRARY POLICIES

Students are expected to provide their student ID cards prior to checking out

books and before using the Drop-In Lab.

A Supplies Table is available for staff and student in-library use.

Library patrons are expected to abstain from eating unless otherwise permitted.

Teachers have the option to use Library Passes for student visits during class

time. Library Passes are available at the circulation desk.

BOOK PURCHASING POLICY

Books are added to the FX library collection primarily based on requests from

students and staff. The collection contains a large selection of texts which exhibit

a wide range of viewpoints. Students are encouraged to develop their critical

thinking skills by exploring divergent ideas.

LIBRARY COMPUTERS

Two computer labs are located in the Library. The Library Classroom Lab,

which is situated on the east side of the library, may be used by students under the

supervision of a teacher. The Drop-In Lab is for unscheduled use by students

before, during, and after school. The library stores several Chromebook carts

which may be booked for classes by teachers in advance.

LEARNING COMMONS / LIBRARY

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LIBRARY SERVICES AND COSTS

Students may borrow up to six books at a time for a two-week period.

Borrowed items are renewable if no one else has reserved them. Fines are 20

cents per day per item to a maximum of $5.00 per item.

A self-serve coin-operated photocopier is available for student use. The cost is

10 cents per side.

A black and white and colour printer are available for student use. Students are

asked to pay a small fee when they pick up their printouts: 10 cents per black-

and-white side and 50 cents per colour side.

Discarded magazines, newspapers, and books are placed on the large shelf

beside the main library doors. Students and staff are welcome to take discarded

items free of charge.

LEARNING COMMONS WORKSHOPS

Orientation – Grade 9 Homerooms, Semester 1

Philosophy, Research, Citations, etc. – by Teacher Request

LIBRARY VOLUNTEERS

Students who are seeking volunteer experience are invited to speak with the library

staff for more information. Applications are accepted in September and February.

ONLINE RESOURCES

Learning Commons Website: https://www3.dpcdsb.org/STFXS/learning/library

Library Catalogue: https://dpcd.ent.sirsidynix.net/client/en_US/stfxs

Online Databases: https://www3.dpcdsb.org/STFXS/learning/library/online-databases

LIBRARY STAFF MEMBERS

Library Technician: Ms. Cap

Teacher-Librarian: Ms. Ray

REGULAR HOURS OF OPERATION

7:30 am to 3:00 pm

LEARNING COMMONS / LIBRARY

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VISION STATEMENT

In order to meet the pastoral and spiritual needs of the community, the vision of the

St. Francis Xavier Catholic Secondary School Pastoral Plan is to identify who we

are as a community, form our staff and students in the Catholic faith and Tradition,

link all community members to the local Church and finally, integrate all staff and

students of the school community into the life and mission of the Catholic Church.

We do so in recognizing that it is in our response to the needs of all young people,

including staff members, in the fostering of their faith in Jesus Christ and their

communion with the Blessed Trinity, and drawing them into responsible

participation in the life, mission, and ministry of the Catholic Church.

CREATING AN INCLUSIVE CATHOLIC SCHOOL COMMUNITY

The community of St. Francis Xavier S.S. will strive to live the Gospel values of

Faith, Love, Peace and Excellence through service as taught by Jesus and His

Church. In doing so, a school culture will be created in which the spiritual well-

beings of all students, staff and the community as a whole are enriched and

celebrated. We are all formed in the spirit of our Catholic community to lead and

educate in the Faith.

"And the peace of God will guard your hearts and your minds in Christ Jesus.

Whatever is true whatever is honourable, whatever is just, whatever is pure whatever

is pleasing whatever is commendable, if there is any excellence at all think about

these things"

(Philippians 4.8)

Theme for the 2019-2020 School Year: Igniting Hope

PASTORAL PLAN

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RETREAT PROGRAM

A retreat is an opportunity to encounter God, self, and others.

All our grade level retreat programs will be consistent with the life and mission of

Catholic Church, that is, we will focus on the liturgical and community expression

of the Church in our retreat programs. The grade level retreat programs build on

the grade level religion curriculum and offers students a look at the world around

them through the lens of the Gospel values.

Grade 9 Friendship and Discovery Self: Anti-Bullying-Making the most

of your high school years

Grade 10 Building Healthy Relationships and Self-Respect

Grade 11 Vocation: A Call to Compassion WR Excursion

Grade 11IB Vocation: A Call to Compassion WR Excursion

Grade 12 Love in Action: Mission and Ministry in the Inner City

Grade 12IB Compassion in Action: Mission and Ministry in the Inner City

Chaplaincy Team Formation Program

Students from grades 9 through 12 are invited to join the Chaplaincy Crew. They

are a group of students who see themselves as leaders who commit to regular and

active participation in leading the faith life of the school through involvement with

chaplaincy activates such as Mass, liturgies, prayer, social justice and charity

initiatives, grade 9 and grade 9 retreats.

St. Francis Xavier Catholic Secondary School has established the preparation and

formation of the Chaplaincy Team. All are trained in areas of Christian leadership

development and Grade 11 & 12 students who wish to lead grade 9 students on

Retreat Leader Team are trained in leading ice-breakers, sharing a personal faith

journey or story, and leading youth in prayer and discussion.. This information

program begins with a day-long retreat in October and continues once a month at the

school. Grade 10 students who volunteer to lead the grade 8 retreats will receive a

leadership formation retreat in February.

PASTORAL PLAN

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Community building / Social Justice / Community Outreach

Through the school year, staff and students are invited and encouraged to participate and

help lead any event organized through the Chaplaincy faith formation program. All

departments can also assist in the planning and organizing of any chaplaincy initiative,

social justice project, charity event or liturgical service. The various events and activities

offered are:

Virtues Program

School & Department Faith Ambassadors

Classroom Faith Ambassadors

St. Francis Xavier Feast Day

School Masses, Liturgies, and Prayer Services

St. Francis Xavier Weekly School Chapel Liturgy

Vocations Assembly (Grade 11)

Salesian Retreats

12 Hour Faith Fast

Day of Service

Food clothing drives

Fundraising for Haitian and Guatemalan Missionaries

This provides an opportunity for both staff members and students to actively engage in

the faith life of the school community.

Office of the Chaplaincy

The role of the chaplaincy leader is to ensure that the pastoral needs of the school

community are being met:

Provide retreats to develop Christian leadership

Link school, home, Church, School Council, and Diocese

Celebrate diversity within the school’s population

Assume leadership for the prayer life of the school community

Oversee the school’s student retreat program and staff faith formation

Pastoral resources to students and staff who wish support in their spiritual lives or

need comfort and spiritual direction because of personal crisis

Foster and encourage in the school an awareness of our call as Christians to serve

STAR Faith Ambassador

X-Factor Faith Ambassador

Chaplaincy Crew Communications

PASTORAL PLAN

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"Where there is no vision, the people perish."

Proverbs 29:18

The Student Administrative Council would like to welcome all new and returning

and students. The role of the student government at Xavier is to encourage,

support, influence and inspire students and various activities within the school.

Council assists clubs and organizations in the school which have a staff advisor

and requests our assistance. Funds raised through numerous activities including

dances, spirit events and other special events are used to support:

School teams and athletic endeavours, school clubs and organizations, guest

speakers;

Social events ranging from dances to more formal events; Development of

school spirit;

Local charities (ex. Share Life).

Student Advisory Council's Visions

We strive to develop the relationships and foundations built between the members

of the community of St. Francis Xavier. Through our actions, we hope to influence

others to become leaders within our school and encourage students to become

more active within the community.

We strive to excel as a team in order to inspire other students to challenge

themselves and develop their self-confidence. We respect and take into

consideration the advice, suggestions, concerns and opinions of every member in

the Xavier community.

We challenge ourselves and other members of the community to become aware of

and focus on growing issues within our school including bullying, discrimination

and littering. We are concerned about these issues present in our community and

are committed to finding solutions to minimize and combat these problems.

We are committed to growing together in "excellence, love, faith and peace". We

look forward to interacting with you on a daily basis and receiving your insight on

how to make your time spent at Xavier worthwhile

STUDENT ADVISORY COUNCIL

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Student Advisory Council Executive 2019-2020

Prime Minister John Osagie

Deputy Prime Minister Halima Banuso

James Fan

Chargé d’affaires Sitara Erskine

Ambasaddor Yohan Fernandes

Ministers of Records Colin Chambachan

Vibha Sarathy

Ministers of External Affairs

Advisor

Aswini Vellalaghan

Nataly Auoub

Daniel Juanco

Ministers of Co-Curricular Affairs

Advisor

Nayva Juneya

Ronak Nair

Shalomi Premkumar

Student Voice Representative Heather Fernandes

Student Advisor Nathan Nambiar

Chaplaincy Representative Yzabelle Perez

Grade 12 Representative Gurleen Cheema

Mustafa Khan

Aidan Mathias

Grade 11 Representatives Mara Lupesco

Grade 10 Representatives Alysha Reddy

Grade 9 Representative To be announced

STUDENT ADVISORY COUNCIL

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VIDEO SURVEILLANCE SYSTEM

An extensive video surveillance system is in place at St. Francis Xavier. The video

cameras are located only in public places in and around the school. The presence of

the system has dramatically decreased vandalism and has provided a safer learning

environment for our students and staff.

EMERGENCY PROCEDURES

At the beginning of each semester teachers are to review procedures for emergency

evacuation of the building. Three types of procedures will be practiced throughout

the year: Lockdown Procedures, Fire Drill Procedures and Hold and Secure

Procedures.

LOCKDOWN PROCEDURES

Twice a year the procedures to be followed in dealing with the presence of an

individual in possession of a dangerous article on school property will be reviewed.

One "Lockdown Procedure" drill will be conducted each semester. When students

and staff hear, "Initiate lockdown procedures" over the public address system,

followed by a repeated sound inside and the school bell outside, students and staff

will do the following:

all students and staff inside the building should go to the closest room and

close and lock the door;

all students and staff once in the room should lie on the floor away from

doors and windows;

all students and staff in the room are to remain quietly on the floor until

further instructions are provided;

all students and staff who are outside of the building are to quickly move as

far away from the building as possible and remain there until further

instructions are provided.

STUDENT SAFETY

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FIRE DRILL PROCEDURES

Fire drills will be conducted three times each semester. When students and staff

hear the fire alarm, they are to proceed to the nearest exit in an orderly fashion.

Once outside, students are to remain with their class, line up in the area designated

by their teacher and wait for attendance to be taken. Students and staff will be able

to re-enter the building once the regular school bell rings indicating that the drill is

completed.

HOLD AND SECURE PROCEDURES

Hold and Secure is identified as an incident that is brought to the attention of the

principal or designate, such as police investigation in an area or person/ s in a

vehicle approaching students near the school, that may require actions that are

prudent but less than the actions required during Lockdown Procedures.

All students and staff are to remain inside the building and conduct business as per

usual. Students and staff in the portables are to lock the doors and remain in the

portables. Students and staff outside of the building are to quickly proceed inside

of the building. The doors to the school will be locked and no one will be permitted

to enter or exit until the Hold and Secure has been completed

SCHOOL RESOURCE OFFICERS (SROs)

Each Mississauga and Brampton secondary school has been assigned School

Resource Officers who support the school community regarding issues that may

arise in schools. Officers are proactive and provide lectures and information about

the law, careers in policing, etc. They visit the school frequently each week and

strive to create positive relationships with our students. They provide appropriate

assistance when required and referrals to outside agencies such as Victim Services,

traffic, specialized bureaus, morality projects, Children’s Aid, etc.

Staff, students and parents can access the community police officer by calling

the 11 Division NPU Office @ (905) 453-3311.

Crime Stoppers Canadian Human Trafficking Hotline

1-800-222-TIPS (8477) 1-833-900-1010

STUDENT SAFETY

23

The Student Transportation of Peel Region (STOPR) is a consortium, formed by

agreement between the Dufferin-Peel Catholic District School Board and the Peel

District School Board, for the purpose of providing a common administration of

transportation services for students residing in the Region of Peel. Students must

reside over 4.8 kilometers from the school in order to be eligible for transportation.

Students attending Xavier on a flexible boundary letter are not eligible for

transportation support.

To find out if you are eligible for student transportation, please visit www.stopr.ca.

To access the STOPR website, www.stopr.ca, you will need the student’s Ontario

Educational Number (OEN). This number can be found on the students, report

cards, timetable and credit summary.

For those students who are eligible for transportation, it is highly encouraged you

log on to this site to learn how to manage the bus transportation schedule with

“texting” and/or “emails.

Students who are not eligible for transportation may wish to apply for courtesy

seating. Students should visit the main office for an application in September.

Please be advised, applications for courtesy seating must be completed annually.

24

Distinctive expectations for graduates of Catholic schools are determined and

shaped by the vision and destiny of the human person emerging from our faith

tradition. This Christian anthropology or world view, reveals the dignity and value

of the person. Our tradition tells us God creatively and lovingly calls each of us

into the wonder of life, sustaining us by the power of the Holy Spirit, throughout

the human journey, into life eternal. We acknowledge that the journey includes

moments of brokenness and sin.

We recognize in the person of Jesus, the risen Christ, the human face of God

sharing our life in order to heal us of our brokenness and liberate us from sin. This

Christian vision of the human journey is best understood within the context of

relationship. It is accomplished in community, in solidarity with brothers and

sisters in the Church and beyond.

Catholic education views human life as an integration of body, mind, and spirit.

Rooted in this vision, Catholic education fosters the search for knowledge as a

lifelong spiritual and academic quest. The expectations of Catholic graduates,

therefore, are described not only in terms of knowledge and skills, but in terms of

values, attitudes and actions.

Vision of the Learner…The Graduate is expected to be:

A discerning believer formed in the Catholic Faith community who

celebrates the signs and sacred mystery of God's presence through word,

sacrament, prayer, forgiveness, reflection and moral living.

An effective communicator who speaks, writes and listens honestly and

sensitively, responding critically in light of gospel values.

A reflective, creative and holistic thinker who solves problems and makes

responsible decisions with an informed moral conscience for the common

good.

A self-directed, responsible, lifelong learner who develops and

demonstrates their God-given potential.

A collaborative contributor who finds meaning, dignity and vocation in

work which respects the rights of all and contributes to the common good.

A caring family member who attends to family, school, parish, and the

wider community.

A responsible citizen who gives witness to Catholic social teaching by

promoting peace, justice and the sacredness of human life.

CATHOLIC GRADUATE EXPECTATIONS

25

The Awards program of St. Francis Xavier honours student of our school

who best exemplify the school motto: Excellence, Faith, Love, Peace.

Through their pursuit of academics and athletic excellence, these individuals

will be recognized for their achievements during three separate occasions,

Awards night, Athletic Banquet and Graduation.

The Thomas J. Reilly Scholarship (Board Award)

This award is presented to a graduating student who has demonstrated

excellence in the study of modern language and intends to pursue post

secondary education.

The Edward King Memorial Award (Board Award)

This award is presented to a graduating student demonstrates academic

excellence and leadership in the school programme.

The St. Óscar Romero Award (Provincial OECTA Award)

This award is given to a graduating student who demonstrates a

commitment to social Justice and who demonstrates his/her convictions

through action.

The St. Francis Xavier English Language Learner Award

This award is presented to the graduating English as a second language

student who has, as determined by staff, made the significant progress in

his/her ability to read, write, and speak English.

The Principal's Award

This award is presented to the graduating student who has overcome all

barriers put in his/her path throughout his/her school years and who has

achieved success.

AWARDS

GRADUATION AWARDS

26

The Most Outstanding Student Award

This award is presented in recognition of a graduating student who has

contributed in an outstanding way to the school in areas of academics,

athletics, leadership and involvement in school activities during his/her

school years.

The Catholic School Council Award

This award is presented to the student who has demonstrated a commitment

to Catholic family values, respect for the school and public property,

significant involvement in school and community, volunteerism and positive

role modelling.

The I.B. Award

This award is presented to the graduating student involved in the IB

program who has maintained academic excellence and active participation in

school activities, clubs, and or teams.

The R.J. McCarthy Award (Sponsor)

This award is presented to a graduating student who has contributed to

student life and whose character / accomplishments exemplify that of the

school moto.

The Lieutenant Governor’s Community Volunteer Award

This award is presented to a graduating student who has gone significantly

beyond the diploma expectations of 40 hours of community service.

The Community Service Award

This is awarded to the graduating student who has gone significantly beyond

the diplomas expectations of 40 hours of community service.

The Ontario Catholic Student Trustee Association Award (Board)

This award is presented to a student who demonstrates a commitment to

their Catholic faith in the service of others.

GRADUATION AWARDS …continued

27

Governor General’s Medal for Academic Excellence

This is awarded to the student who receives the highest average upon

graduation from a Secondary School. (Includes all grade 11 and grade 12

courses as listed on the student’s official transcript and must be calculated

based on final results.

The Food Services Provider Award

This award is presented to a graduating student who has made an

outstanding contribution in the area of food services.

The Jose Velez Award (Memorial)

This award is presented to a graduating student whose culinary talents show

promise who has an independent spirit.

The Michael Timpano Award (Memorial)

This award is given to a graduating student whose artistic talents show

promise and an independent spirit of hope and vision.

The Brian Brozo Memorial Award (Memorial)

This award is presented to the graduating student who has overcome

obstacles and challenges in his or her educational journey and who has

achieved success.

The TopChild Award (Sponsor)

This award is presented to the student with high achievement in the areas of

math and science.

The Student Success Award

This award is presented in recognition of a graduating student who has

overcome academic adversity to achieve success through alternative

education and or credit recovery.

GRADUATION AWARDS …continued

28

The Cosmetology Award in Memory of Stephanie Sousa (Memorial)

This award is presented in recognition of a graduating student who has

shown success in the cosmetology programme.

The Edge Imaging Award (Sponsor)

This award is presented to a graduating student in recognition of the success

shown in the communication and technology programme.

The Hospitality SHSM Award

This award is presented to a graduating student who has made an

outstanding contribution in the area of food services.

The Healthcare and Wellness SHSM Award

This award is presented to a student who has contributed significantly to the

SHSM Health and Wellness program at Xavier.

The Lecia and Gene Korchinos Memorial Humanitarian Award

This award is presented to a student(s) who embodies a selfless desire to

embrace and enhance the lives of others without seeking any personal gain,

reward or recognition. (Memorial)

The Sports SHSM Award

Presented to a student who has contributed significantly to the SHSM Sports

program at Xavier.

The Planning for Independence School Stewardship Award

This award is presented in appreciation to our graduating Planning for

independence program students. Throughout their high school program,

these incredible students work tirelessly and endlessly in our inclusive

school community. They truly make St. Francis Xavier a better place and

are genuine stewards of our school.

GRADUATION AWARDS …continued

29

VALEDICTORIAN ELIGIBILITY

In order to be eligible to run for the position of Valedictorian nominees must

fulfill all of the following criteria (failure to maintain these criteria for the

remainder of the semester will result in the elimination of the nominee):

Be on track to achieving all 30 credits required to attain the Ontario Secondary

School Diploma by June 25, 2020.

Have complete the 40 hours of community service needed to graduate by the

nomination deadline

Have achieved at least a B average in all senior level courses attempted (on the

first attempt).

Be achieving at least a B average in all courses attempted to date (mid-term).

Had a leading role in at least one extra-curricular activity at St. Francis Xavier

during both senior years (Grade 11 & 12) – leading roles include captain/co-

captains of school teams

Be a Christian role model in his/her attitude, attendance and department.

Receive at least three nominations by three different students who have their

nomination supported by a staff member who has taught (in grade 11 & 12) or

is involved with the nominee in the capacity of teacher, coach, extra- curricular

advisor, Vice-Principal or guidance counselor.

OR receive at least two nominations (via email) by two different staff

members who are presently teaching or who have been an extra-curricular

advisor/coach to the student within the grade 12 year.

Have indicated their intention to attend the Graduation Ceremony by paying

their Graduation Fee

GRADUATION AWARDS …VALEDICTORIAN

30

Honour Awards

Honour Roll Awards are presented to those students who maintain an 80% average

in all credits taken during their academic year at St. Francis Xavier S. S. Students

in grades 9, 10 and 11 must take a full course load of 8 credits. Student in grade 12

must take a minimum course load of 6 credits.

Subject Awards

Awarded to a student achieving the highest mark in his/her subject area.

ACADEMIC AWARDS NIGHT: OCTOBER 16th, 2019

There are a series of awards, which will recognize excellence in athletics. These include MVP, Athlete of the Year and various coaches’ awards. The Awards are presented at the year-end Athletic Banquet in June.

ATHLETIC BANQUET: JUNE 2020

ACADEMIC AWARDS – GRADES 9 -11

ATHLETIC AWARDS

31

INCLEMENT WEATHER – Bus cancellations and/or School closures

The cancellation of School Bus transportation or school closures will be broadcast

on all major radio stations and on the board website - www.dpcdsb.org. If

transportation/school buses are cancelled, the school will remain open. Ultimately,

it is the responsibility of the parent to determine whether it is safe for a student to

attend school. The school is to be informed of a child’s absence. Under

extraordinary circumstances, the schools can close in which no call to the school is

required.

LOCKERS

Lockers are school property with students having temporary use only. Lockers

CAN be searched at any point of the school year. It is expected that lockers be kept

neat and clean and that materials displayed will respect the value of others. Students

will be held responsible for the condition of and all materials contained within their

assigned locker. Due to our high enrolment, some students may be required to share

lockers on the basis of two students per locker. The locks used within the school

must be purchased from the school and students should make every attempt to ensure

combination secrecy. It is recommended that valuable items and electronic

equipment be kept at home as the school is not responsible for any lost or stolen

articles. Materials and books for consecutive classes should be obtained at the same

time avoiding unnecessary locker visits and ensuring that students arrive to class on

time.

LOST AND FOUND

There is a Lost and Found area in the Cafeteria. Lost items will be placed in this

area for one semester. Unclaimed items will be cleared out of this area at the end of

each semester. Small items such as rings and bracelets, and personal items such as

wallets will be stored in the main office for added security.

GENERAL INFORMATION

32

STUDENT PARKING

Students will be permitted to park in the Student Parking Lot located on the

Northwest side of the school provided that they obtain a parking permit. Permits are

available at the main office at a cost of $5 per semester. There is no parking or

loitering allowed on the adjoining church parking lot (Saviour of the World

Church). Illegally parked cars will be tagged and / or towed at owner's expense.

Students with parking privileges are expected to:

abide by the School Code of Conduct;

avoid loitering in the parking lot; obey all traffic by-laws regulations.

CONDUCT IN SCHOOL COMMUNITY

Please respect the private property of our neighbours. Refrain from loitering in any

of the areas surrounding St. Francis Xavier S.S. Remember that you represent St.

FX when you are in these areas. Be a goodwill ambassador!

Our neighbours have the right to a clean and non-disruptive environment. Please be

respectful. Do not damage or litter personal property. It is imperative we continue

to keep positive relationships with our neighbours and clean up after ourselves.

Students who persist in loitering, littering or engaging in other behaviour

detrimental to our community will be subject to discipline which may include

suspension.

SCHOOL TEXTBOOKS AND EQUIPEMENT

Students are responsible for any school textbooks and/or equipment including

library books, musical instruments which are loaned to them. If a student is

assigned materials for learning the materials MUST be returned at the end of the

loan period, otherwise students will be asked to pay for the replacement of the

item.

DISTRIBUTION OF NON BOARD PROMOTIONAL MATERIALS

Distribution of Non Board Promotional Material is not permitted on school

property and violators will be addressed as per the Progressive Discipline Policy.

GENERAL INFORMATION

33

AGE OF MAJORITY (Students over 18 years of age)

Students who are 18 years of age or older legally assume the responsibility for

attendance previously held by their parents. The Age of Majority and Accountability

Act (1971) gives adult status to those who have attained the age of 18. Students 18

and older must, by law, be considered adults. The Education Act, on the other hand,

states that all secondary students (regardless of age) must submit to the rules and

regulations of the school. This includes the obligation to attend classes punctually

and regularly (Reg. 298/23. (ld). As well, after any absence, a student over 18 is

required, "in writing", to give the reason for absence (Reg. 298/23 (2)).

Students over 18 sign in or out of the school "with the consent of the principal"

(Reg. 298/23 (3). Administration reserves the right to question and/or approve

sign out for students over 18 years. Approval will be based on track record,

academic performance and overall deportment.

CONSENT FORM

Within the meaning of the Municipal Freedom of Information and Privacy Act

Students who turn 18 must see their Vice Principal and declare whether or not they

give consent to the sharing of information between the Administrative and Teaching

staff of St. Francis Xavier and their parents/ guardians with regards to academic

progress and other school-related issues.

Please Note: PICK UP Consent forms from your Vice Principal.

STUDENTS OVER THE AGE OF 18

34

CAFETORIUM:

A full service cafeteria, including the use of microwaves, are available for student

use for breakfast and lunch. The cafetorium is a meeting place for food

consumption and socialization. To maintain a good atmosphere and a high standard

of cleanliness, please:

Consume all food and beverages inside the cafeteria;

be responsible for your own clean up and place all garbage and recyclables

in their appropriate bins.

LOCAL FOOD ESTABLISHMENTS:

Students may occasionally choose to leave the building for lunch. The

administration team of St. FX would like to remind student they are ambassadors

when using these retail establishments. In addition, student are to return to school

in time for their classes.

ALLERGEN AWARENESS and SABRINA’S LAW

The Dufferin-Peel Catholic District School Board recognizes that some pupils

within the school system are susceptible to severe anaphylactic reactions to a

particular food, drug or insect sting. Anaphylactic reactions can be life

threatening.

Sabrina’s Law is the legislative response to the increase in allergic reactions

(anaphylaxis) in the general population. Awareness, Avoidance and Action are the

keys to preventing anaphylaxis, therefore food is to be consumed in the school

cafeteria only.

Students who have severe allergic reactions must identify themselves to the main

office and if they have been prescribed with an EpiPen they must provide one to

the main office.

The goal of the Boards policy is to provide a safe environment for pupils with life

threatening allergies, recognizing that it is not possible to reduce the risk to zero.

CAFETORIUM AND LUNCHES

35

Period Time

Opening Bell

08:12 am

Homeroom

08:17 am – 8:20 am

1

08:20 am – 9:35 am

2

09:40 am – 10:55 am

3

11:00 am – 01:00pm

3A

11:00 am – 11:40 am LUNCH A

3B

11:40 am – 12:20 pm LUNCH B

3C

12:20 pm – 1:00 pm LUNCH C

4

01:05 pm – 2:20 pm

Afterschool

co-curriculars

Unless students are under the direct supervision of staff

members for athletic, club or co-curricular activities,

students will vacate the school building by 2:45 pm.

DAILY SCHEDULE

36

Fall Sports Boys Volleyball

Cross Country

Girls Basketball

Golf

Varsity Football

Tennis

Varsity Flag Football

Girls Sevens Rugby

Winter Sports Badminton

Boys Basketball

Hockey

Wrestling

Curling

Swimming

Spring Sports Boys Baseball

Boys Soccer

Girls Soccer

Girls Slo-Pitch

Track and Field

Rugby

Badminton

Cricket

ATHLETIC LETTER

Students are invited to apply for a Xavier Letter. Ten points are required to

obtain the “X.” Students will earn one point for each sport in which they

participate. Additional points are given for each individual award received and

every championship. If a student participates in two sports in a season, only

his/her primary sport counts towards the Xavier letter.

ROPSSA SPORTS CALENDAR

37

Ad Astra

Art Club

Aspiring Young Doctors

Breakfast/Lunch Club

Cafe Night

Chaplain’s Crew

Chess Club

Choir

Christmas/Spring Concerts

Computer Club

Concert Band

Culinary Club

Cultural Xpressions

Debate Club

Deca

Digital Arts Club

Engineering/Physics Club

Embtacing Xavier Equality (EXE)

Faith Ambassadors

Fashion and Sewing Club

F.L.E.X.

FX Animation Club

FX Anime Club

FX Auto Club

FX Film Club

FX Photography Club

FX Players

FX Sound and Lighting Crew

GLEE Club

Womens Night IN

Grade 9 Orientation

Green Team FX

Graduation and Graduation Breakfast

Hip Hop

Horticulture Club

HOSA

Hospitality

HSB Youth for Christ

IB Talent Night

Investors Group

Junior Band

Leadership Crew

Math Club

Math Contests

Math Tutoring

Mens Night In

MndBrk

Model United Nations Club

Outdoor Ed Club

Prom

Robotics Club – Lego

Robotics Club – Skill

SAGA

Salesian

Science Club

Skills Canada Competition

Social Justice

SPEAK

Student Council

Weight Club

Writers Club

X-Factor

Yearbook

YES4MH

Athletic Banquet

Recreational: Ping Pong, Yoga,

Rimrocker Tournament

CLUBS and CO-CURRICULAR

38

A student’s involvement in the various co-curricular activities offered at St.

Francis Xavier is often one of the most memorable high school experiences.

Participation in co-curricular activities is encouraged as it provides another

medium by which learning occurs. Participation in any athletic team, club or co-

curricular activity is open to all students in the school but it is a privilege. St.

Francis Xavier students MUST remember they are ambassadors of St. Francis

Xavier Secondary School in our community and thus, MUST be exemplary role

models to the best of their personal ability. They are responsible for following all

expectations of the school, their team and any governing organizations, such as

ROPSSAA and OFSAA.

Students involved in athletics, clubs or co-curricular activities MUST demonstrate

appropriate behaviour as per the Board and School Code of Conduct. This

includes their responsibility for good attendance, punctuality for class and

commitment to academics. It is the student’s responsibility to ensure that they keep

their teachers informed when school activities will affect their attendance or other

class responsibilities. In addition, students should be mindful as to the number of

co-curricular they are participating in to ensure they can make the required full

commitment to the team/club. Prioritizing and maintaining a healthy balance is

encouraged.

If you are interested in starting a new club or team at Xavier, you can organize

your fellow students and find an interested teacher to supervise. Interested students

and the supervising teacher can contact the school administration for official

approval.

Athletic Fees: The fee to participate on a school athletic team is a one-time fee of

$40 per school year. The fee is not refundable and is paid at the beginning of an

athletic season. The student is not permitted to participate in any activities for that

team or any other team until the fee is paid. The fees are used to offset athletic

program costs such as referees, transportation and uniforms.

CO-CURRICULAR EXPECTATIONS

39

St. Francis Xavier Secondary School Ground Floor Plan

40

St. Francis Xavier Secondary School 2nd Floor Plan

41

St. Francis Xavier Secondary School 3rd Floor Plan

42

St. Francis Xavier Secondary School – Outside Portables

2019 - 2020 SCHOOL YEAR CALENDAR First day of classes Elementary and Secondary Schools Tuesday, September 3, 2019 First Day of classes Semester Two Secondary Friday, January 31, 2020 School Year ends Elementary and Secondary Schools Friday, June 26, 2020 Number of school days for the 2019 – 2020 school year 194 Number of Instructional Days in Elementary Schools 187 Number of Instructional Days in Secondary Schools 187 Number of Professional Activity Days in Elementary Schools 7 Number of Professional Activity Days in Secondary Schools 7

School Holidays for the 2019-2020 School Year

Every Saturday and Sunday Labour Day Monday, September 2, 2019 Thanksgiving Day Monday, October 14, 2019 Christmas Break Monday, December 23, 2019 to Friday, January 3, 2020 (inclusive) Family Day Monday, February 17, 2020 Mid-Winter Break Monday, March 16, 2020 to Friday, March 20, 2020 (inclusive) Good Friday Friday, April 10, 2020 Easter Monday Monday, April 13, 2020 Victoria Day Monday, May 18, 2020

Elementary Schools – Professional Activity Days

1. Friday, September 13, 2019 Principal’s Day: Re-organization/Faith Development 2. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 3. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 4. Monday, January 20, 2020 Term 1 Assessment and Evaluation of Pupil Progress 5. Friday, February 7, 2020 Reporting to Parents 6. Friday, April 24, 2020 Provincial Priorities in a Catholic Context 7. Monday, June 8, 2020 Term 2 Assessment and Evaluation of Pupil Progress

St. Sofia Only – Professional Activity Days

1. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 2. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 3. Tuesday, January 7, 2020 Principal’s Day: Curriculum and Faith 4. Monday, January 20, 2020 Term 1 Assessment and Evaluation of Pupil Progress 5. Friday, February 7, 2020 Reporting to Parents 6. Friday, April 17, 2020 Provincial Priorities in a Catholic Context 7. Monday, June 8, 2020 Term 2 Assessment and Evaluation of Pupil Progress

Secondary Schools – Professional Activity Days

1. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 2. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 3. Thursday, January 30, 2020 Principal’s Day: Semester Turnaround 4. Friday, April 24, 2020 Provincial Priorities in a Catholic Context 5. Wednesday, June 24, 2020 *Principal’s Day: Year End Reporting and Activities 6. Thursday, June 25, 2020 *Principal’s Day: Year End Reporting and Activities 7. Friday, June 26, 2020 *Principal’s Day: Year End Reporting and Activities *Semester and year end evaluations and school wide promotion meetings; contact parents with summer school recommendations, OSR and report card preparation; inventory management of books, equipment, learning materials; curriculum development for new course outlines; goal setting for the upcoming school

year.

Secondary Schools – Examination Days

Semester 1: January 22, 23, 24, 27, 28, 2020 January 29, 2020 – Instructional Day – Examination Review Semester 2: June 16, 17, 18, 19, 22, 2020 June 23, 2020 – Instructional Day – Examination Review

STRATEGIC SYSTEM PLAN 2019-2022 (DRAFT)

2019-2020 DUFFERIN-PEEL CATHOLIC BOARD IMPROVEMENT LEARNING

CYCLE (DRAFT)

CORE VALUES: BELIEVE, EXCEL, RESPECT, THRIVE, TRUST

CATHOLIC CODE OF CONDUCT

In light of its Mission Statement, the Dufferin-Peel Catholic District School Board is committed to the

implementation in every school of the Catholic Code of Conduct that clearly reflects the need to provide

a safe, caring, inclusive and healthy Catholic school community. All community members will work

together to develop spiritually, intellectually, physically, socially, and emotionally by aspiring to the

highest possible standards of Catholic behavior, in living out the gospel values, and by fostering a

Catholic culture of respect, responsibility and concern for the common good.

RESPONSIBILITIES OF STUDENTS

Students will exercise self-discipline in their respect for self, staff, fellow students, school property and

the property of others. They will take full responsibility for their own actions and strive to live up to the

expectations of the Catholic Code of Conduct and all other board/school/class expectations, policies

and procedures. They will work towards achieving a virtuous lifestyle, high standards of personal

conduct and academic performance, active participation in leadership and service initiatives, concern

for the environment, and compassion for those in need.

Students fulfill these responsibilities by:

Coming to school prepared, on time, ready to learn, and properly attired;

Striving for excellence in personal conduct and academic performance;

Cultivating opportunities to develop talents and strengthen personal leadership skills;

Demonstrating courteous behavior to fellow pupils and staff;

Contributing to an inclusive school culture by advocating that no student be excluded;

Defending the rights of fellow students by reporting and/or safely intervening when the rights of

others are threatened or violated;

Cultivating a virtuous life through commitment to gospel values and service to others;

Participating respectfully in the faith life and liturgical practices of the school community

(sacraments, retreats, religion courses etc.);

Participating in school programs related to wise stewardship of resources, human and other;

Accepting school discipline as a tool for personal growth, and as an extension of the

responsibilities that would be exercised by a kind, firm and judicious parent;

Refraining from bringing anything to school that may compromise the safety of others;

Acknowledging that school safety is a shared responsibility that depends on student

commitment and involvement.

CATHOLIC EDUCATION WEEK – MAY 3 - 8, 2020

The theme for Catholic Education Week 2020 will be:

IGNITING HOPE / ALLUMER LA FLAMME DE L’ESPERANCE

“May the God of hope fill you with all joy and peace in believing, so that you may abound in hope by

power of the Holy Spirit” (Romans 15:13)

“Que le Dieu de l’esperance vous remplisse de toute joie et de paix dans la foi, afin que vous debordiez

d’esperance par la puissance de l’Esprit Saint.” (Romains 15, 13)

EQUITY AND INCLUSIVE EDUCATION POLICY

RELIGIOUS ACCOMMODATION

“The Board and its staff are committed to the elimination of discrimination, as outlined in the Federal

and Provincial legislation, in a manner which is consistent with the exercise of its denominational rights

under section 93 of the Constitution Act, 1867 and, as recognized in section 19 of the Ontario Human

Rights Code (“the Code”).

The Board recognizes, and is committed to, the values of freedom of religion and freedom from

discriminatory or harassing behavior, based on religion, through its human rights policy, equity and

inclusive education policy, the safe schools policy and curriculum documents. All of these will be

informed by, and interpreted in accordance with, the principles of the Code.

This Procedure reflects the Board’s fidelity to Canadian law protecting freedom of religion in

accordance with the Catholic Church’s teachings.” (GAP 327.00, 2013)

Students requesting accommodations must present a written notice to the principal form their

parents/guardians specifying their accommodation needs relating to religious observances, including

holy days on which they will be absent from school. This notice should be made in advance (where

possible, at the beginning of each school year) to ensure that scheduling of major evaluations, such as

tests, assignments or examinations, takes the religious observances into consideration. A Religious

Accommodation Letter can be obtained from the school or at www.dpcdsb.org.

BULLYING PREVENTION

DPCDSB prohibits bullying in all its forms, as a serious offence against the dignity of persons created in

God’s image, and as an affront to the integrity of Catholic learning communities. Bullying will not be

permitted on school property either in classrooms or common areas, at school-related activities, on

school buses, via social media, or in any other circumstances (including cyber-bullying) where

engaging in behavior will have a negative impact on the Catholic school climate or disrupt the learning

environment.

The board considers homophobia, gender based violence, and harassment on the basis of gender,

gender identity, gender expression, sexual orientation, race, colour, ethnicity, culture, citizenship,

ancestry, origin, religion, creed, family status, socio-economic status, disability and/or any other

immutable characteristic or ground protected by the Human Rights Code, as well as inappropriate

sexual behavior unacceptable and supports the use of positive practices to prevent such behavior and

authorizes principals, or their delegates, to impose consequences in appropriate circumstances, up to

and including a referral to the Discipline Committee of the Board for expulsion from all schools.

Ontario Ministry of Education’s Definition of Bullying

http://www.edu.gov.on.ca/extra/eng/ppm/144.pdf

BULLYING

“Bullying” means aggressive and typically repeated behavior by a pupil wher,

a. The behavior is intended by the pupil to have the effect of, or the pupil ought to know that the

behavior would be likely to have the effect of,

i. Causing harm, fear or distress to another individual, including physical,

psychological, social or academic harm, harm to the individual’s reputation or

harm to the individual’s property, or

ii. Creating a negative environment at a school for another individual, and

b. The behavior occurs in a context where there is a real or perceived power imbalance between

the pupil and the individual based on factors such as: size, strength, age, intelligence, peer

group power, economic status, social status, religion, ethnic origin, sexual orientation, family

circumstances, gender, gender identity, gender expression, race, disability or the receipt of

special education supports or services.

For the purposes of the definition of “bullying” above, behavior includes the use of any physical, verbal,

digital, written or other means.

CYBER-BULLYING

For the purposes of the definition of “bullying” above, bullying includes bullying by electronic means

(commonly known as cyber-bullying), including,

a) Creating a web page or blog in which the creator assumes the identity of another person;

b) Impersonating another person as the author of content or messages posted on the internet; and

c) Communicating material electronically to more than one individual or posting material on a

website that may be accessed by one or more individuals.

SUSPENSIONS

Education Act. Section 306. (1) A principal may consider whether to suspend a pupil ifhe or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances (including offschool property) where engaging in the activity will have an impact on the school climate:

1. Uttering a threat to inflict serious bodily harm on another person. 2. Possessing alcohol, illegal drugs or, unless the pupil is a medical cannabis user, cannabis. 3. Being under the influence of alcohol or, unless the pupil is a medical cannabis user, cannabis. 4. Swearing at a teacher or at another person in a position of authority 5. Committing an act of vandalism that causes extensive damage to school property at the pupil's school or to property located on the premises of the pupil's school 6. Bullying 7. Code of conduct, board & school policy 8. Being under the influence of illegal or restricted drugs 9. Habitual neglect of duty, board & school policy 10. Opposition to Authority, board & school policy 11. Profanity/Swearing, board & school policy 12. Possessing restricted drugs 13. Fighting/Violence, board & school policy

A pupil may be suspended only once for an infraction, in any one incident, and may be suspended for aminimum of one (1) school day and a maximum of twenty (20) school days.

EXPULSIONS

Education Act, Section 310. (1)

A principal shall suspend and may consider recommending an expulsion of a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school- related activity or in other circumstances (including off school property) where engaging in the activity will have an impact on the school climate:

1. Possessing a weapon, including possessing a firearm

2. Using a weapon to cause or to threaten bodily harm to another person

3. Committing physical assault on another person that causes bodily harm requiring

treatment by a medical practitioner

4. Committing sexual assault

5. Trafficking in weapons or in illegal drugs

6. Committing robbery

7. Giving alcohol or cannabis to a minor

8. Bullying, if: i. the pupil has previously been suspended for engaging in bullying, and ii. The

pupil’s continuing presence in the school creates an unacceptable risk to the safety of

another person.

9. Any activity listed in subsection 306 (1) that is motivated by bias, prejudice or hate based

on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical

disability, sexual orientation, gender identity, gender expression, or any other similar factor

10. Any act considered by the principal to be a serious violation of the Board or school Code

of Conduct

11. Activities engaged in by the pupil on or off school property that have caused extensive

damage to the property of the Board or to goods that are/were on Board property

12. Trafficking in weapons, illegal and/or restricted drugs

VIOLENCE THREAT RISK ASSESSMENT PROTOCOL

All members of the DPCDSB community have the right to learn and work in a safe, caring and

inclusive community under positive Catholic learning conditions. All staff and community partners

work collaboratively to ensure the safety and well-being of students, staff and communities and to

preserve the dignity of all staff and students. Under certain conditions, students may need to undergo

a “Violence Threat Risk Assessment” when their behaviours confidently suggest they may be at risk

of harming themselves or others.

Threat assessment is the process of determining if a threat-maker (someone who utters, writes,

emails, and/or gestures a threat to harm a target or targets) actually poses a risk to the target or

targets they have threatened.

In Dufferin-Peel Catholic District School Board all threat-making behaviours are reported to

administration. Administration in consultation with their team will then discern whether or not to

activate this protocol. Information is obtained from multiple sources to develop an intervention plan to

reduce risk of violence. Catholic communities within Dufferin-Peel allow for students to grow, learn,

reflect and work towards reconciliation with the appropriate supports.

FEES FOR LEARNING MATERIALS AND ACTIVITIES

Students in the Dufferin-Peel CDSB can expect to be provided with the basic classroom learning

resources and materials needed to complete grade and course expectations during the regular day

school programs.

Students are to come to school ready and willing to participate actively in their own learning. To that

end, students are expected to bring materials with them for their own personal note-taking (e.g.

pencils, pens, paper, and binders).

There will be no fees charged to students to participate in the regular day school program. However,

as per the Ministry of Education Guidelines and Board Policy 20.00: fees may be charged where

enhancements and upgraded or supplementary learning materials or activities are offered beyond the

core curriculum; or, where optional programming is available beyond the regular course programs

(e.g. International Baccalaureate, or non-foundational courses offered in Visual Performing Arts,

Health and Physical Education, or Technological Studies). The purchase of enhanced or

supplementary materials or participation in optional programs is voluntary.

Students involved in extra-curricular teams, groups and/or clubs will be made aware of any additional

contributions required in the way of time, money or materials prior to making a commitment to

participate.

ETHICAL AND RESPONSIBLE USE OF TECHNOLOGY

All students shall adhere to Board policies and guidelines ensuring ethical and responsible use of

technology.

PERSONAL ELECTRONIC DEVICES POLICY

Personal Electronic Devices on Board Premises and/or Sanctioned Events for Educational Purposes.

The Dufferin-Peel Catholic District School Board acknowledges that value of the use of technology to

support learning. Dufferin-Peel’s policy indicates that students will be permitted to register and use

personal electronic devices (PEDs) on board premises and/or at sanctioned events for educational

purposes, under the direction of staff per Personal Electronic Device Used with Wi-Fi Network Student

Agreement, which includes parental permission as appropriate.

The use of personal electronic devices during school-sanctioned activities for designated purposes

outside of instructional spaces and/or in common areas may be authorized by the school principal (or

designate).

Technology and Digital Citizenship

“…to witness consistently, in one’s own digital profile and in the way one communicates, choices,

preferences and judgments that are fully consistent with the Gospel…”

The Dufferin-Peel Catholic District School Board is committed to a responsible approach to addressing

the technology needs of our learners in a faith-filled global context. The Board incorporates next

generation learning technology, including: internet access, use of personal electronic devices at school,

Microsoft Office 365 Education, Google for Education, Brightspace by D2L (Desire2Learn), and other

programs/apps [educational technologies] as approved by the Board and/or Ministry of Education for

educational use. Students use Board-assinged email addresses and cloud storage spaces to support

ongoing access to their digital learning spaces and collaboration with students across the Board.

Create a sense of well-being, self-confidence, achievement and positive identity;

Teach competitive skills and learning stances for global competencies (i.e. critical thinking,

communication, collaboration, creativity, and innovation);

Acknowledge and respond to diverse learning needs;

Stimulate interest, motivation and engagement through authentic, relevant and experiential

learning;

Enhance equity and provide barrier-free opportunity and access to learning;

Facilitate collaboration and inquiry on a local and global scale, linking the classroom

environment and the world beyond;

Amplify student voice and choice and promote student-centered learning; and

Nurture responsible digital citizens, consistent with our Gospel values, who act morally and

legally, with compassion, to support the human dignity of all.

Supporting and programming realized through the Catholic Board Improvement Learning Cycle,

ensures that each child is firmly rooted on their journey to achieving the Ontario Catholic School

Graduate Expectations within our vision of global competencies. Rooted within a Catholic faith-based

environment, the expectations will assist in the development of responsible digital citizens. The

intention is to develop meaningful and innovative next generation thinking and problem-solving skills

within a Catholic context.

Learners will need to become critical consumers of information, effective problem solvers, capable

decision makes and innovative communicators. Hence, learners must be able to attain the ability to

think critically through the exploration of ideas and concepts, encouraging inquiry, imagination,

discovery and creativity through the connection of learners to information, to each other, and to the

communities around the world through the digital environment.

Digital Citizenship

We respect the dignity and value of each person, consistent with our Faith tradition, and celebrate our

increasingly diverse, global and digital school cultures. A responsible digital citizen acts morally, legally,

and responsibly; supports and promotes diversity, equity, justice, peace and compassion in their daily

encounters within the digital environment; and makes positive contributions to their community thourhg

the exercise of rights and responsibilities, while ensuring the human dignity of all.

Students shall use technology in accordance with the expectations of behavior outlined in the Catholic

Code of Conduct, and other board policies and procedures. Under the direction of staff, students will be

permitted to bring their own devices and to use such devices in a responsible and ethical manner for

educational purposes.

Responsibilities when using Technology

Students shall:

Demonstrate responsible digital citizenship through the appropriate use of technology, as

outlined in the Catholic Code of Conduct and other board policies and procedures;

Report inappropriate use of email, social media, data or technology to a teacher or administrator

immediately;

Practice self-regulation and are accountable for their behavior and actions, and are mindful of

the well-being of others, reporting instances of inappropriate or concerning online activity (i.e.

bullying, hate-speech, depression, self-harm);

Accurately represent themselves while online and ensure that their online interactions are

reflective of Gospel values and virtues;

Care for, maintain and secure their personal devices at all times and recognize that the Board is

not responsible for the replacement of lost, stolen or damaged items;

Take the necessary steps so that their personal device is connected to the Dufferin-Peel’s

wireless network, as the board will not be responsible of any cost incurred through the use of

personal data plans;

Use personal electronic devices for curriculum-related/educational/instructional purposes only

and under the direction of staff;

Ensure their personal electronic device is fully charged upon arrival to school and should not

assume access to electrical outlets for charging;

Ensure any personal communications (i.e. phone calls, text messages, etc.) will continue to be

directed through the main office

Not expect privacy with respect to the use of technology while on Board property or during

school related activities

Parents shall:

Ensure any communication with their child (i.e. personal phone call, text messages etc.)

continues to be directed through the main office in order to avoid distractions within the learning

environments; and

Review, discuss and encourage responsible use of technology at all times in the school

environment.

Expectations for Appropriate Use of Educational Technology for Students in the Dufferin-Peel

Catholic District School Board

The Dufferin-Peel Catholic District School Board policy supports the use of technology for educational

purposes and the Board believes this to be an integral part of the school curriculum.

When using technology at school, students shall abide by the school’s Catholic Code of Conduct and

Board policy and procedures and must follow the rules set out below. Technology includes hardware (

PEDs or provided by the Board) and digital tools (i.e. email/extensions/apps).

Expectations

1. Students are responsible for their actions while using the technology and will be responsible

digital citizens by adhering to guidelines regarding content, security, safety and ethical use. This

means that students must not seek or send images, sounds, or messages which might be

considered inappropriate, obscene, abusive, offensive, harassing, illegal, or counsel to illegal

activities. A student who receives or encounters any such material, which makes him/her feel

uncomfortable, should report it to his/her teacher immediately. Students shall not share

passwords or personal information of others, nor shall they attempt to learn or use logins and

passwords of others.

2. Students will accurately represent themselves while online and ensure their online interactions

are reflective of our Gospel values and virtues.

3. The student will not assist in breaking these rules or be a party to others breaking these rules.

4. The student is responsible for determining the copyright status of any program(s) or data used,

and for respecting intellectual property rights and the laws which govern them.

5. Students must abide by all federal, provincial and local laws. Failure to abide by the laws of

Ontario and Canada may involve the police.

6. Upon reasonable grounds the staff reserves the right to review, edit or remove any material

viewed, shared, created or saved on Board technology or to review, edit or request removal of

any material created at school and stored on PEDs.

7. The student must not intentionally seek information, browse, obtain copies, modify files, or

passwords belonging to others, whether at the school or elsewhere, unless specifically

authorized to do so by those individuals.

8. The student must not try to obtain system privileges to which he/she is not entitled.

9. The student must not exploit any gaps in security and, must report these gaps immediately to

his/her teacher. They will not use educational technology in a manner that will harm the board’s

technology or another person’s work.

10. Use of technology in common areas shall be as designated by the principal in accordance with

the expectations of appropriate use.

11. The decision to bring a PED to school for educational use rests with the student and their

parent/guardian. They assume responsibility for the safety and security of that PED and the

school assumes no responsibility for lost, damaged or stolen devices.

12. Technology (PEDs) may be used during instructional time and in instructional space only with

the expressed permission of the classroom teacher and/or staff an only in a manner that

supports teaching and learning and digital citizenship.

13. Students should not expect that they will be able to charge their device at school.

14. Students shall not photograph or record others at school unless authorized to do so by the

teacher for instructional purposes and with appropriate consent. Students shall only use

photographs and recordings taken at school as authorized by the teacher.

15. Failure to comply with these expectations may result in loss of education technology privileges,

confiscation of the PEDs, discipline and/or any other consequences deemed necessary by

school administration.

16. The Board/School reserves the right to update these expectations as required. Changes shall

be communicated to the school community.

Please refer any questions or concerns to your School Principal.

DPCDSB Digital Citizenship Resource:

http://dpschoolnet/FYI/System%20Weekly%20Update/Weekly%20Archives%202007-PRESENT/Volume%2011%20-%202017-

2018%20Updates/No.%2001-Sep5-8,%202017/DPCDSB%20digital%20citizenship.pdf#search=digital%2520citizenship

GF 067 Notification of the Collection, Use and Disclosure of Student Personal Information for the Purpose Collected or for a Consistent Purpose – Elementary and Secondary

The Dufferin-Peel Catholic District School Board (the Board) wants to help you understand how we use personal information we collect about your child.

The Education Act requires that the Board promote student achievement and well-being and deliver effective and appropriate educational programs for students. Schools collect and use student personal information to fulfill their legislated duties.

The school principal is required to establish and maintain an Ontario Student Record (OSR) for each student attending school in accordance with the Ontario Student Records Guideline and Board Policy. The OSR is a cumulative record of the student’s progress used by staff to support student achievement and well-being that follows the student through Ontario elementary and secondary schools.

The Municipal Freedom of Information and Protection of Privacy Act sets guidelines for schools/boards to follow when collecting, using and/or disclosing students’ personal information. Under this law, personal information refers to recorded information about an identifiable individual and may be used or disclosed:

• for the purpose for which it was obtained or a purpose consistent with the reason collected;

• to board officers or employees who need access to the information in the performance of their duties, if necessary and required for the discharge of the board’s duties;

• to comply with laws, a court order or subpoena to aid in a law enforcement by a law enforcement agency; or

• to report to the Children’s Aid Society regarding child protection matters in compelling circumstances affecting health or safety of staff or students in accordance with the law.

EXAMPLES OF ROUTINE USES OF STUDENT PERSONAL INFORMATION

We will inform you at time of collection how the personal information we collect will be used. In addition, we draw your attention to the following routine uses of student personal information. Please contact the school principal to discuss any concerns you may have with how these practices affect your child. The following uses will apply unless a concern or objection is filed with the principal and an alternative resolution can be found. Student Instruction, Achievement and Well-Being

Student personal information, including OSR information, will be used by school and board staff for the purpose of meeting student’s needs, promoting student achievement and well-being and to support the transition of students between schools and programs (elementary to secondary school, French Immersion programs, etc.). Staff may include teachers of the student, guidance counsellors, student success teachers, educational resource workers, special education teachers and administrators.

Information about the student’s progress at secondary school may be shared with their former elementary school to support the continuous improvement of the elementary school program to benefit all students.

Students may be photographed or recorded as part of teaching and learning to support student achievement and assessment.

Student work, including student name, may be displayed throughout the school and in school and Board newsletters. It may also be displayed at community events such as science fairs, colouring/writing/poster contests or similar events outside the school.

Contact information, marks and transcripts are shared with Ontario colleges and universities to support post-secondary applications.

Referrals to personal health services such as psychological assessments, speech and language assessments, social work and child and youth service require the consent of the parent/guardian/adult student. On referral, you will be advised how personal health information is collected and used.

Visitors to schools/classrooms such as volunteers, third-party service providers, or government and community agency staff, may on occasion visit schools/classrooms under the approval and direction of the school principal and/or family of schools superintendent. Any information they receive as a result of this visit is subject to confidentiality in accordance with Board policy and procedure.

Ancestry information of self-identified First Nation, Métis and Inuit students, will be used to allocate resources, improve student learning and student success and reported to the Ministry of Education and the Education Quality Accountability Office (EQAO).

Information may be shared with Police Services and School Resource Officers to investigate school incidents that involve possible criminal offences as outlined in the DPCDSB Police School Protocol or to comply with police investigations in accordance with the Law. Information may include statements relating to the matter under investigation.

Health and Safety/Transportation

Student medical health information provided by parents/guardians or adult students will be used to address the student’s medical needs at school and during school activities.

Personal information is shared with the Regional Public Health Units in accordance with the Education Act the Immunization of School Pupils Act. Communicable diseases shall be reported in accordance with the Health Promotion and Protection Act and the Education Act.

Surveillance equipment may be used on school property to enhance the safety of students and staff, to protect property against theft or vandalism and to aid in the identification of intruders or persons who endanger the health, well-being or safety of school community members.

Student accidents will be reported to the board’s insurer. Reports include the name of the injured student(s) and details about the incident, as well as the name and contact information of witnesses to the accident.

School Events and Activities

We understand that parents, family members or friends may want to photograph or record school events or activities where the public is invited. Visitors are asked to follow the direction of the principal at these events as in some cases, photos or recordings may not be allowed. Where photography or recording is permitted, visitors should always try to capture photos/videos of only their own child. Where photos/videos include other students or staff, please respect the digital footprint and privacy rights of others, by not sharing them with the media or on the internet/social media.

Personal information including student name, number and date of birth are shared with the Board’s online payment system provider so parents may remit student activity and other fees online.

Personal information such as student name, date of birth, year of entry into grade 9 and credits achieved, shall be shared with Board-approved Governing Athletic Associations for the purpose of determining eligibility requirements to participate in inter-school competitive programs.

In accordance with the Board Sportsmanship and Ethical Conduct Guideline, personal information

shall be shared with Board-approved Governing Athletic Associations and Community Agencies for

the purpose of investigating non-compliance and inappropriate behavior while attending or

participating in sporting activities, including during travel, at accommodations and at any location

students attend as part of the school-sponsored activity, may be subject to penalties and sanctions

imposed by the Boards of Reference which may include, but are not limited to: suspensions from

play, notification to appropriate sport governing bodies, restitution, letter of apology, stripping of

awards.

Student names and/or photographs may be printed in school yearbooks, school programs or brochures (i.e. graduation programs, celebration of sacraments, school plays and musical productions), on student awards, honour roll, class assignment lists and posted throughout the school.

School newsletters report on school events and activities. They may include limited student personal information such as student name and student photos. Consent is sought to share personal information and/or photos on the internet or on social media.

On occasion, the media may be invited to schools and board sites to report on school/board events or activities. Students may be photographed/recorded as part of a group, but only those students with appropriate consents will be interviewed and identified.

Contracted photographers will take individual and class photos of students. These photos will be used for administrative and archival purposes, on student cards, in school yearbooks and will be offered to parents for purchase.

Birthdays may be celebrated at school. Class lists with student first names and last initial may be distributed for the purpose of addressing greeting cards or invitations in connection with holidays, birthday parties, etc.

Authorized volunteers or school council members may contact parents on behalf of the school regarding school-related activities which benefit the student and the school community or for the safe arrival/attendance verification program.

Community or Public Events

Extra-curricular activities that take place in or outside of school and are open to participating schools or community members may be covered by media and others. In some cases, media may want to feature and/ or interview students. If you do not want your child to participate in media reports/interviews, please advise the coach and/or indicate your wishes to your child.

Please note, when events take place in public areas, it may be difficult for the school to prevent the media or others from recording or photographing students. If you have concerns about your child’s participation in such forums, please speak to the school principal.

Consent for Other Purposes In accordance with MFIPPA and the Education Act, releasing personal information for any other purpose requires the informed consent of:

the parent/guardian for children under 16 years of age;

the parent/guardian and the student where the student is 16 and 17;

the student where the student is over 18 or is 16 or 17 years of age and has withdrawn from parental control.

Parents/legal guardians will receive a Consent Form from their school so they may indicate their wishes regarding the use and disclosure of use and disclosure of student work, pictures and recordings on the internet/social media; to media and within the school community; and other permissions as appropriate. Please complete the form and return it to the school as soon as possible.

SPORTSMANSHIP AND ETHICAL CONDUCT

The Dufferin-Peel Catholic District School Board is committed to establishing sportsmanship and

developing healthy environments for competition. We believe that the role of Catholic Education in sport

is to create a sports environment that is consistent with the expectations and virtues of our Catholic

system and teaches all involved in sports programs to conduct themselves with sportsmanship and

respect for all. The DPCDSB Sportsmanship and Ethical Conduct Guideline outlines the various

expectations for all groups and individuals associated or participating in sports programs.

DPCDSB student-athletes must behave as ambassadors of their Catholic schools and athletes must

honour the responsibilities that accompany the privilege of representing our schools by behaving with

dignity and respect at all times, regardless of the behavior of others. Students are accountable for their

actions in accordance with the Catholic Code of Conduct and the Principles of Progressive Discipline.

Parents attending games are reminded that all competitions are to be viewed in the context of a

Catholic School learning environment for all students. Parents and family members attending

competition are expected to act in an appropriate manner and respect all coaches, managers, teachers,

officials and students.

Further, students must also meet and comply with requirements and rules and policies established by

the Dufferin-Peel Catholic School Board-approved governing sports associations including:

• the Region of Peel Secondary School Association (ROPSSA);

• the Ontario Federation of Secondary Sport (OFSSA);

• community leagues subject to joint-agreements with the DPCSB;

• and /or tournament sponsors/organizers.

Students that fail to comply with rules and appropriate behavior while attending or participating in

sporting activities, including off time, may be subject to penalties and sanctions imposed by the Boards

of Reference which may include, but are not limited to: suspensions from play, notification to

appropriate sport governing bodies, restitution, letter of apology, stripping of awards. The DPCDSB will

cooperate with these groups to ensure adherence to league guidelines, investigate possible

inappropriate behavior and enforce sanctions imposed.

ASSESSMENT AND EVALUATION POLICY “Lord, You guide me with Your counsel.” ~ Psalm 74:24

The primary purpose of assessment and evaluation is to improve student learning. In a Catholic context, this means that our practices recognize and affirm the dignity of all learners, encouraging and supporting them to reach their potential in order to optimize their well-being, learning, and achievement. The Dufferin-Peel Assessment and Evaluation Policy aligns with the Ontario Ministry of Education document Growing Success 2010, First Edition. This policy applies to face-to-face classroom instruction, eLearning, and blended learning.

KEY TERMS

ASSESSMENT is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations in a course. This information is gathered for the following purposes:

Assessment for Learning to determine where students are in their learning, where they need to go, and how best to get there. This includes:

o Diagnostic Assessment which is used prior to instruction to gather information about students’ interests, learning preferences, and readiness to learn new knowledge and skills at the beginning of a course, unit, lesson, and/or concept. Students use this information to know themselves as learners and to recognize their skills and level of understanding before instruction begins. Information from diagnostic assessments does not count towards students’ grades.

o Formative Assessment which is used during instruction to monitor student progress and provide feedback. Feedback helps students understand what they do well, where to improve, and what to do to improve.

Assessment as Learning to provide students with the opportunity to reflect on their learning and

determine next steps in order to achieve their goals. This includes the use of feedback from: o Formative Assessment o Peer and Self-Assessment

Assessment of Learning to determine how well students have demonstrated achievement of the curriculum expectations. This includes:

o Summative Assessment which occurs at or near the end of a period of instruction to summarize student learning.

EVALUATION is the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality.

o Using professional judgement, each teacher will determine the grade for reporting purposes based on information collected over time from three different sources – observations, conversations, and student products.

THE ACHIEVEMENT CHART

The achievement chart is a standard province-wide guide. The chart provides a reference point and a framework in which to assess and evaluate student achievement using the four categories of knowledge and skills, as outlined below:

Knowledge and Understanding subject-specific content acquired in each course (knowledge) and the comprehension of its meaning and significance (understanding)

Thinking the use of critical and creative thinking skills and/or processes, as follows: planning skills, processing skills, and critical/creative thinking processes

Communication the conveying of meaning through various forms

Application

the use of knowledge and skills to make connections within and between various contexts

LEARNING SKILLS AND WORK HABITS

The six learning skills – Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-regulation – are not included when determining a student’s grade, unless cited as a specific expectation of the Ontario curriculum. These skills are evaluated separately on the provincial report card using a four-point scale: E-Excellent G-Good S-Satisfactory N-Needs Improvement

FINAL GRADE

A final grade is recorded for every course. A credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course in Grades 9-12 will be determined as follows:

70% Term

30% Final (CPT* and/or Final Examination)

Refer to individual course outlines for course weightings and components of the final 30%. *A CPT or Culminating Performance Task is discussed later in this policy. A student’s achievement of the overall curriculum expectations are evaluated in accordance with the achievement charts set-out by provincial curriculum and will be reported using percentage marks.

The following conversion chart shows how the four levels of achievement are aligned to percentage marks:

* Achievement Levels from Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010, p. 40

ACHIEVEMENT

LEVEL

PERCENTAGE

MARK RANGE

(used in grades 7-12 for

reporting)

SUMMARY DESCRIPTION

4+

4

4-

95-100

87-94

80-86

Level 4 identifies achievement that surpasses the provincial standard. The student

demonstrates the specified knowledge and skills with a high degree of effectiveness.

Note: Achievement at level 4 does not mean that the student has achieved

expectations beyond those specified for the grade/course.

3+

3

3-

77-79

73-76

70-72

Level 3 represents the provincial standard for achievement.

The student demonstrates the specified knowledge and skills with considerable

effectiveness.

Note: Students achieving at level 3 can be confident that they will be prepared for

work in subsequent grades/courses.

2+

2

2-

67-69

63-66

60-62

Level 2 represents achievement that approaches the provincial standard. The student

demonstrates the specified knowledge and skills with some effectiveness.

Note: Students performing at level 2 need to work on identified learning gaps to

ensure future success.

1+

1

1-

57-59

53-56

50-52

Level 1 represents achievement that falls much below the provincial standard. The

student demonstrates the specified knowledge and skills with limited effectiveness.

Note: Students must work at significantly improving learning in specific areas, as

necessary, if they are to be successful in the next grade/course.

Below Level 1

Below 50%

Below Level 1

Insufficient achievement of specified knowledge and skills.

Extensive remediation is required.

STUDENT ABSENCES: 70% TERM Regular attendance on the part of students is vital to the learning process. Teachers will not be able to measure the achievement of curriculum expectations of students who miss assessment and evaluation opportunities. Where there is an awareness of a family-initiated absence, parents/guardians should notify the school at least two weeks in advance.

In the event of an absence, details regarding communication and next steps related to missed assessments are outlined in the following chart:

Type of Absence Communication Next Steps

illness

The parent/guardian will contact the school as per the school’s attendance policy indicating that he/she is aware of the missed assessment(s)*.

On the day of his/her return, the student and

teacher(s) will make arrangements to address the missed assessment(s)* in a timely and reasonable manner.

appointments/events

(e.g., specialist, dance competition,

piano exam)

In advance, the student will advise the teacher of the

upcoming absence which will be verified by the parent/guardian as per the school’s attendance policy.

In advance, the student and teacher(s) will

make arrangements to address the missed assessment(s)*.

school-related (e.g., Student Council, football game, field trip)

In advance, the student will advise the teacher of the

upcoming school-related absence.

In advance, the student and teacher(s) will

make arrangements to address the missed assessment(s)*.

prolonged (e.g., bereavement,

hospitalization, elite athletic training,

role in a movie)

The parent/guardian will advise the school of the prolonged absence as soon as possible. The appropriate administrator, guidance counsellor, teachers, and support staff will be advised, as well.

In advance, where possible, the student and

teacher(s), in consultation with the administrator, will make arrangements to address the missed assessment(s)*.

religious accommodation (e.g., holy days,

religious observances)

In advance, (preferably in September as per the board’s Religious Accommodation Policy), the

parent/guardian will advise the school, in writing, of the upcoming religious accommodation request.

In advance, the student and teacher(s) will

make arrangements to address the missed assessment(s)*.

Although students may be suspended from school, efforts are made to ensure that learning continues. Opportunities, as are provided to students for other reasons, will be made available to students re-entering a class/course after a suspension. * Assessment refers to assessment of learning which leads to evaluation.

suspensions

1-5 days

The appropriate administrator will advise the teacher of the suspension. Curriculum course work (e.g., homework, assignments) will be provided for the student during the suspension, as per Safe Schools.

At the conclusion of the suspension period, arrangements will be made between the teacher and student to address the missed assessment(s).*

suspensions 6-20 days

The appropriate administrator will advise the teacher of the suspension. Academic components (curriculum course work) will be determined during the development of the Student Action Plan in

consultation with the school team which also includes the student, parent(s)/guardian(s), and course teachers, as per Safe Schools.

At the conclusion of the suspension period, administration and teachers will refer to the student’s SAP and discussions at the re-entry meeting to inform decisions regarding missed assessment(s)*.

CONSEQUENCES FOR MISSED ASSESSMENTS In the event that the student does not address the missed assessment(s) as per the teacher-student arrangement, a zero may be assigned. If it is determined that the assessment(s) has/have been missed as a result of a skip or truancy, a zero may be assigned. Note: Students receive individual marks on group assignments; therefore, the absence of a student

during a group/seminar presentation will not impact on the achievement of the other group members.

SUBMISSION OF ASSIGNMENTS FOR EVALUATION Timelines for submission of assignments for evaluation are established to encourage students to manage their time and to take responsibility for their learning. Timelines are also established to allow teachers to effectively deliver curriculum, support students, and manage the evaluation of assignments. It is important, therefore, that students work towards meeting required timelines. Students are responsible for approaching the teacher, in advance of the established due date, if they encounter difficulty with an assignment and/or meeting the established due date. Where a mark deduction is considered for a late assignment, the following process will be used:

Due Dates Late Submissions

A due date is set by the teacher.

Students work towards meeting this due date.

If the assignment is not submitted by the due date, a closure date is established. This date is determined on a case-by-case basis.

If the assignment is submitted by the closure date, up to 10% mark deduction may apply.

If the assignment is not submitted by the closure date, a zero may be assigned.

The Learning Skills and Work Habits section of the report card will reflect late and missed assignments.

ACADEMIC HONESTY It is the responsibility of students to be academically honest in all aspects of their school work so that the marks they receive are a true reflection of their own achievement. Academic dishonesty, therefore, is a serious offence.

Cheating is an act of academic dishonesty and comes in many forms such as, but not limited to, communicating in any form, copying from others, and using unauthorized sources, notes, aids, and/or personal electronic devices (PEDs).

Plagiarism: an example of cheating, is the act of claiming another’s words, ideas, and/or work as one’s own such as, but not limited to: copying an assignment completed by someone else; piecing together material from one or several sources and adding only linking sentences; quoting or paraphrasing material without citing the source; copying and pasting from the Internet or other electronic sites without citing the source; not providing quotation marks for direct quotations, even if the sources have been cited; falsifying a citation.

Depending on the circumstance, an appropriate consequence will be assigned which may include, but is not limited to:

redoing the assignment/test;

redoing a section of the assignment/test;

completing an alternative assignment/test; assigning a zero.

STUDENT ABSENCES: 30% FINAL It is expected that students be present to complete all components of the final 30%. These final evaluations are designed to enable students to consolidate their learning and skills from the course and demonstrate achievement of the overall expectations. These evaluations will occur at or near the end of the course during the regular school day and/or during the formal exam period. There will be no exemptions from final 30% evaluations. Any urgent matter should be referred to administration. Depending on the grade, level, and nature of the course, the final 30% may include:

an exam worth the full 30% or

an exam and a culminating performance task worth 30% or

a culminating performance task worth the full 30%. Student Absences during the Culminating Performance Task (CPT) A Culminating Performance Task (CPT) is a consolidation and demonstration of student learning. The CPT is a scheduled course requirement and students have practised and prepared for it throughout the term. The CPT is completed during class time and under the supervision of the teacher, although minor aspects of the task may be completed outside of class time (e.g., rehearsing lines, practising an instrument, locating materials, gathering research/data). The potential academic consequence for missing part or all of this final evaluation is a mark deduction or a zero.

Student Absences during the Formal Exam Period

A student who is absent from a scheduled exam due to illness will provide a medical note to verify that absence; otherwise, a mark of zero will be assigned. If it has been determined that a student’s absence is as a result of a skip/truancy, a mark of zero will be assigned. Note: Formal exam days are published well in advance and permission to write final exams outside of the designated dates/schedule will not be granted. In the event of school closure and/or bus cancellations

due to weather conditions, the exams normally scheduled for that exam day are to be rescheduled for the identified snow day.

Special circumstances may result in exceptions to this evaluation policy.

Such cases will be referred to the administration for consideration.

HOMEWORK POLICY AND PROCEDURES

DPCDSB Summary for Grades 9 - 12

“Teach the righteous and they will gain in learning.” ~ Proverbs 9:9

As a faith-based system, the Dufferin-Peel Catholic District School Board approaches all issues from a Catholic worldview that recognizes the importance of family time and honours the bonds between school, family, and parish in all that we do. The stronger these bonds, the more effectively our students are able to learn and to develop the unique talents and gifts with which they are blessed.

Secondary Intermediate (Grades 9 & 10)

Homework shall be limited to 20 minutes on average per day per course.

Secondary Senior (Grades 11 & 12)

Homework shall be limited to 30 minutes on average per day per course.

Reporting of Homework The Learning Skills and Work Habits section of the provincial report card describes skills which are foundational to student success. Homework is reported in this section, separate from achievement of curriculum expectations. Late, missed, and incomplete homework will impact the Learning Skills and Work Habits section of the report card. In secondary schools, homework is factored into the grade only where it is a specific expectation for that particular course (e.g., GLE / GLS1O Learning Strategies).

Completion any work assigned following instruction that is begun in class and completed at home

helps students to keep up-to-date with the instructional program

Practice any work that reviews and reinforces skills and concepts learned in class

helps students to develop newly acquired skills and consolidate new concepts

Preparation any work that prepares students for new learning or for upcoming summative assessments / evaluations

requires students to gather information or artifacts in preparation for learning or requires students to prepare for tests, presentations, performances, etc.

Extension / Projects / Major

Assignments

any work that explores learning in new contexts or integrates / expands on classroom learning

encourages students to problem solve, think creatively, and think critically

Types of Commonly Assigned Homework

Quantity of Homework

Homework during Extended Absences Teachers shall not be expected to provide detailed homework assignments to students who are away for extended periods of time as a result of family-initiated absences, although a general overview may be provided. For absences due to extended illness, parents should contact the school administration to discuss available options. Student Responsibilities

manage time and priorities to ensure a healthy balance between homework, extra-curricular activities, part-time employment, and leisure time;

ensure that they clearly understand the homework assigned and ask for clarification or assistance from the teacher when homework assignments or the expectations are not understood;

complete assigned homework on time;

complete assigned homework to the best of their ability;

record homework in their agenda or student planner;

ensure that required materials and resources are taken home and returned, as necessary.

The K-12 Homework Policy & Procedures may be viewed at:

https://www3.dpcdsb.org/parents/help-your-child-learn/homework-policy

It is available in .PDF format in 13 languages:

English, French, Arabic, Korean, Polish, Malayan, Portuguese, Punjabi, Chinese, Spanish, Tagalog,

Urdu, Yoruba

CATHOLIC GRADUATE EXPECTATIONS

Catholic Graduate Expectations: https://www.dpcdsb.org/students/catholic-graduate-expectations Vision of the Learner

The Graduate is expected to be:

A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred

mystery of God's presence through word, sacrament, prayer, forgiveness, reflection and moral living.

An effective communicator who speaks, writes and listens honestly and sensitively, responding

critically in light of gospel values.

A reflective, creative and holistic thinker who solves problems and makes responsible decisions

with an informed moral conscience for the common good.

A self-directed, responsible, lifelong learner who develops and demonstrates their God-given

potential.

A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights

of all and contributes to the common good.

A caring family member who attends to family, school, parish, and the wider community.

A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and

the sacredness of human life.

SCENT SENSITIVITY AWARENESS

The Dufferin-Peel Catholic District School Board has a Scent Sensitivity Awareness Campaign called

We Share the Air. If you are sensitive to the scents within the school environment, you are not alone.

Do not suffer in silence – tell someone; a friend, teacher, your principal.

For more information about scent sensitivity, visit www.dpcdsb.org and click on ACCESS Dufferin-Peel.